curriculum development and implementation

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DEVELOPING A PROGRAM PHILOSOPHY AND RATIONALE STATEMENT

Previous chapters have discussed the processes used in developing new courses andimproving programs and fields of study. Each of these processes represents a type of cur-riculum change, and the literature on educational change suggests that those new andimproved curricula will require careful support throughout several stages to be successful.

The dialogue that follows examines several questions as well as the critical stages forcurriculum development and implementation.

Curriculum Developmenand Implementation

CHAPTER 10

• What is the procedure for developing a program philosophy and rationale statement?

• What is the procedure for developing a program scope and sequence, goals, objectives,learning outcomes, and authentic tasks?

• What methods can be used for choosing teacher representation?

• What procedures should be followed for developing program elements?

Questions addressed in this chapter include the following:

SOURCE: Excerpts from Performance-Based Education: Developing Programs Through Strategic Planning (pp. 57–88), byM. Baron, F. Boschee, and M. Jacobson, 2008, were used for most of the content in Chapter 10. Permission was granted byRowman & Littlefield Education, Lanham, Maryland.



PART III CURRICULUM MANAGEMENT304

The philosophy and rationale statement for a school program, also known as a subject-area curriculum or discipline, must augment a school district’s philosophy, vision, mission,and exit (graduation) outcomes. The school administrator in charge of curriculum holdsthe responsibility of providing the destination and/or direction for the development andimplementing a comprehensive school curriculum. Curriculum development for all disci-plines necessitates the establishment of a districtwide curriculum council that meets on amonthly basis during the school year.

The curriculum council should consist of professional staff in leadership positions—that is, the curriculum director, building principals, department heads, team leaders, andothers in leadership positions. Council members should be cognizant of the schooldistrict’s mission, vision, philosophy, exit outcomes, program philosophies and ratio-nale statements, program goals, program objectives, learning outcomes, learning activi-ties, assessment, textbooks used (including publication year, edition, and condition),and so on.

A major function of the curriculum council is to develop a sequence and review cyclefor districtwide curriculum development. For example, a typical 5-year cycle is illustratedin Exhibit 10.1.

The curriculum council should also select teacher representation for curriculum devel-opment. The representatives should be chosen using one of five methods: voluntary, rota-tion, evolvement, peer selection, or administrative selection.

The procedure for developing a districtwide English language arts (ELA) program phi-losophy and rationale statement and examples of the declarations follow.

Key to Leadership

Today’s school administrators face one of the most challenging and exciting times in the educationalhistory of this nation. Setting priorities and formulating curriculum change continues to be an

important role of any successful leader.

2012–2013 English language arts 2017–2018

2013–2014 Science and social studies 2018–2019

2014–2015 Fine arts 2019–2020

2015–2016 Mathematics and health 2020–2021

2016–2017 All others 2021–2022

EXHIBIT 10.1 Typical 5-Year Curriculum Development Cycle

NOTE: Technology and business/vocational subjects may need a shorter development cycle.



CHAPTER 10 Curriculum Development and Implementation 305

Procedure

To develop a sound philosophy for an ELA program (or any school program), an ELA pro-gram committee (also known as a subject-area committee) must be established for theinitial phase. The steps for structuring, along with responsibilities for the committee, areas follows:

Step 1

• The school district superintendent and board of education must approve theprocess for districtwide curriculum development. Special note : J. Timothy Waters,CEO of McREL, and Robert J. Marzano, a senior scholar at McREL, found astatistically significant relationship (a positive correlation of .24) between districtleadership and student achievement (Waters & Marzano, 2006).

• The curriculum council should form an ELA program committee composed of ELAteachers representing all grade levels (K–12), preferably two teachers from eachgrade level. In smaller districts, however, one teacher per three grade/course levelsis satisfactory (with feedback from those teaching the other grade/course levels). Insmaller districts, a curriculum director could be hired by the cooperative (if such aco-op exists) to lead this process (a cooperative is a consortium of school districtscooperatively working together toward common goals). Co-op superintendentswould need to support this approach to curriculum development. Thesuperintendents, building principals, and content-area teachers would need to seethe value of receiving input from other teachers in the cooperative and embracethe idea of a similar curriculum in cooperative schools. Although there may beresistance to adopting a first-grade curriculum throughout the co-op, some classeswould benefit from a standard curriculum. Distance-learning classes (e.g., foreignlanguages) would benefit from a co-op curriculum coordinator helping the schoolsset up a common curriculum. This common curriculum (including the textbook)would give the co-op schools much more flexibility in creating a schedule. Schoolswould not be tied to one school in the co-op. If School A could not fit its studentsinto the schedule of the school that usually offered the class, the students couldreceive the same class from another school in the cooperative and be confidentthat the materials and content are the same. In this process, the curriculumcoordinator could use the distance-learning equipment to facilitate meetings. Stafffrom each school could sit in their own distance-learning rooms and share withthe other members of the co-op. This would eliminate travel and make thepossibility of meeting more often realistic.

• Building principals (or designees) from the elementary, middle-level or junior highschool, and senior high school must be members of the committee as well

(preferably with one principal or designee from each level). • The school district curriculum director (or designee) should serve as chairpersonand be responsible for organizing and directing the activities of the ELA programcommittee.




• The school district’s board of education should be informed by the boardcurriculum committee about the process used for program (curriculum)development.

• All ELA program committee members must have a thorough understanding of the

school district’s philosophy, vision, mission, and exit (graduation) outcomes toenable committee members to blend them into the ELA program philosophy andrational statement.

• The Dialogue Technique, the Delphi Technique, the Fishbowl Technique, the TelstarTechnique, or the Nominal Group Technique could be used to guide the ELAprogram committee in developing a program philosophy.

• The number of meetings by the ELA program committee to complete the task ofwriting a program philosophy should be limited to three or four during theschool year.

• The curriculum meetings should be held in a comfortable environment; in otherwords, comfortable work seats, circular seating arrangement, tables with room forparticipants to spread their papers out, and good acoustics. Name tents for the

participants should be made by folding a piece of paper so it will stand on its own.

Step 2

• Immediately after completion of the ELA program philosophy, disseminate it tothe ELA staff and building administrators throughout the school district for theirinput. Grade- and department-level meetings should be organized by the buildingprincipals to peruse the program philosophy developed by the committee.

• The timeline is 1 week for return of the program philosophy with additions,corrections, or deletions from noncommittee ELA staff and administrators.

Step 3

• After the ELA program philosophy is returned to the curriculum director, theoriginal ELA program committee should reassemble to consider the additions,corrections, and/or deletions suggested by noncommittee ELA staff andadministrators.

Step 4 • The completed ELA program philosophy is now ready to be given to the school

superintendent and board of education for approval. • After approval by the school superintendent and board of education, the ELA

program philosophy is given to the ELA writing committee responsible for writingthe ELA program scope and sequence, program goals, objectives, learningoutcomes, and authentic tasks .

This step-by-step process should be used to develop a program philosophy, followed bythe same procedure to develop a program rationale statement (see Exhibit 10.2, whichrepresents this top-down as well as bottom-up process).




The process heightens the district ELAstaff’s, building administrators’, centraladministration’s, and board of educa-tion’s commitment to the ELA program.

Sample English LanguageArts Program Philosophy

Learning is a complex process of discov-ery, cooperation, and inquiry and is facil-itated by the ELA program. The languageprocesses of listening, speaking, reading,writing, viewing, and representing areinterrelated and interdependent.Language is not only systematic and rulegoverned but also dynamic and evolving,facilitating communication with othersand flexibility of meaning. Throughinteraction with the social, cultural,intellectual, emotional, and physicalcomponents of the environment, thelearner acquires language developmen-tally along a continuum.

Language learning thrives whenlearners are engaged in meaningful useof language. The process of constructingmeaning is influenced by the learners’ previous knowledge, attitudes, experiences, andabilities. All forms of communication, oral and written, expressive and receptive, areequally valuable. The ELA program utilizes an integrated approach that treats skills as partof all subject areas. Through the study of language, literature, and media, students broadentheir experience; weigh personal values against those of others; and become appreciativeof the past, sensitive to the present, and inquisitive about the future.

The ELA program accommodates each learner’s abilities, interests, and background byallowing for a range of learning styles, teaching styles, instructional strategies, andresources. The program supports a classroom environment that encourages mutual respect,risk taking, and experimentation. Effective evaluation is an integral part of the learningprocess. Continual evaluation that encompasses both process and product and both cogni-tive and affective domains allows each learner to take ownership of and responsibility forlearning. The learner is already processing information and constructing meaning when

formal schooling begins and continues to refine the processes of communication through-out the years of formal education and beyond.

SOURCE: The English language arts rationale statement was adapted from the Language Arts English Primary–GraduationCurriculum Guide , by the Canadian Ministry of Education, 1992, Victoria, BC: Author, p. 13.

English LanguageArts Staff

English LanguageArts Program

Committee


Committee

Superintendent

and Board ofEducation


Commitee

Superintendentand Board of

Education

English LanguageArts WritingCommittee

School DistrictCurriculum

Council

EXHIBIT 10.2 Process for Developing aProgram Philosophy andRationale Statement




Sample English Language Arts Program Rationale Statement

The language skills and processes developed through the ELA program are central to suc-cessful achievement in all subject areas and equip students with skills necessary to pursuelearning throughout life. Students who read, write, speak, represent, view, and listen withintelligence, empathy, respect, and discrimination will develop the skills in thinking andcommunication, as well as the attitudes and knowledge, that will prepare them for activeparticipation in a complex society.

The ELA program allows students to better understand themselves and others. The read-ing and study of literature enhance the aesthetic, imaginative, creative, and affectiveaspects of a person’s development. Literature preserves and extends the imaginative powerof individuals. It allows young people to explore imaginatively the places where they liveand provides them with an understanding of cultural heritage and a historical perspective,exposing them to points of view other than the present and personal.

• Through fiction, the reader has the power to be transported in time and place, to

experience vicariously places, people, and events otherwise unavailable. • Through poems, the reader may achieve heightened perceptions of the world,sharpened senses, clarified thoughts, and broadened emotions.

• Through drama, the participant continually renews a sense of the vitality andcomplexity of human actions.

• Through nonfiction, the reader accesses a wide range of possibilities, opinions,and interpretations.

The electronic media provide a similar range of possibilities and furnish material forexperience and study. In addition, the study of literature and media provides models ofeffective and varied language use for students to draw on in their own compositions.

The ELA program encourages students to develop meaning, both through active response

to others’ work and through their own speaking and writing. Through speaking and writ-ing, students learn to clarify thought, emotion, and experience and to share these ideas,emotions, and experiences with others. Like reading, writing is a source or pleasure, enjoy-ment, and knowledge. It is a way to experience the delight and wonder of everyday life.

“In a truly aligned system, four things connect in an integrated way: what youteach, how you test it, what’s the best curriculum to achieve that, and what are thebest methods to teach it” (Richardson, 2010, p. 32).

Curriculum Tip 10.1

Writing provides the opportunity for careful organization of one’s picture of reality andstimulates development of the precision, clarity, and imagination required for effectivecommunication. In this way, writing is socially valuable, one of the ways individualsengage in and contribute to the activities and knowledge of society. Writing is personallyvaluable and is also an important means of learning within this program and all othersubject areas. It allows students to create personal meaning out of the information offeredin and out of school.




Education today increasingly emphasizes evaluation and analysis skills, critical thinking,problem-solving strategies, organizing and reference skills, synthesis, application of ideas,creativity, decision making, and communication skills through a variety of modes. All theseskills and processes are based in language use; all are the material of a language program;

all are developed through the ELA program at Any Town School District, USA.SOURCE: The English language arts program philosophy statement was adapted from the Language Arts English

Primary–Graduation Curriculum Guide , by Canadian Ministry of Education, 1992, Victoria, BC: Author, pp. 18–30.

Methods for Choosing Teacher Representation

The five methods for choosing teacher representation for curriculum development haveadvantages and disadvantages. Discussion of each selection method and recommendationsas to when it should be used are shown in Exhibit 10.3.

The five group techniques shown below can be described for sensitizing school-focusedissues by enabling each practitioner’s perspective to be uncovered and, if relevant, system-

atically incorporated into curriculum development and implementation. The procedure isbased on small-group discussions but involves specific procedures, sampling, timing, andmethods of recording. The techniques not only permit teachers and administrators toarticulate their views and practice in a manner relatively undistorted by received rhetoric,but they also result in data that readily inform the design of a working curriculum aimedat enhancing the teaching and learning process for a school district.

The main characteristic of the Dialogue Technique is that participants in the process areexpected to rely more on dialogue to make decisions and less on individual preparation.

• Participants do not deal with content decision making until they are in the actualdevelopment process with other participants.

• The dialogue approach gives participants the opportunity to listen to other views

that will either contradict or support their positions. • The dialogue approach gives participants the opportunity to acquire ownership of

a group product.

The Delphi Technique is a method for reaching consensus without the need for face-to-face meetings of all participants.

• Each member of the program committee writes a philosophy statement that theysubmit to the curriculum director.

• The philosophy statement written by each committee member is copied anddistributed to all members on the program committee.

• Each committee member reviews the written philosophy statements and indicateswhich ones are germane.

• The curriculum director places the philosophy statements into two columns, onefor those that are mostly agreed on and one for those for which general agreementwas not found.

• The most-agreed-on philosophy statements are resubmitted to committeemembers and the process repeated until consensus is reached.




DEVELOPING A SCOPE AND SEQUENCE, PROGRAMGOALS, OBJECTIVES, LEARNING OUTCOMES, AND AUTHENTIC TASKS

To make a scope and sequence for a program, program goals, objectives for the programgoals, learning outcomes for the objectives, and authentic tasks for the learning outcomesthat are practical and results centered for students, they must be correlated with the dis-trict’s philosophy, vision, mission, and exit (graduation) outcomes and with the program’sphilosophy and rationale statement.

A writing committee should be selected to assume primary responsibility forwriting the ELA curriculum.

Curriculum Tip 10.2

The following sections present procedures for developing these program elements.

The Committee Structure

To develop a scope and sequence, program goals, objectives, learning outcomes, andauthentic tasks for any school program, a subject-area writing committee must be estab-lished. The steps for structuring the committee, along with its responsibilities, follow.

Step 1

• The writing committee is selected by and from the program committee members.It must be made up of teachers representing all grade levels (K–12) and preferablytwo staff members from each grade grouping: primary, intermediate, middle-level

or junior high school, and high school. In smaller school districts, one teacher perthree grades/course level is satisfactory as long as there is feedback from thoseteaching the other grade/course levels.

• A building principal or designee from the elementary, middle-level or junior highschool, and senior high school must be represented on the committee.

• The school district curriculum director or designee should serve as chairpersonand be responsible for organizing and directing the activities of the writingcommittee.

• The school district’s board of education must be apprised of the process used towrite curricula by the board curriculum committee.

• The writing committee work space must be in a comfortable environment:comfortable work seats, tables to spread their papers out on, good acoustics,access to the district’s curriculum lab containing sample courses of study andprogram textbooks, and clerical assistance.

• The ideal time to develop and write the program scope and sequence, programgoals, objectives, learning outcomes, and authentic tasks is after the school year iscompleted. One week to 10 days is a normal timeline for a writing committee tocomplete the writing exercise for a program or subject area.




• Reasonable stipends or an extended contract should be given to members of thewriting committee.

• All writing committee members must understand and be able to write meaningfulprogram goals and objectives.

•

The writing committee must be informed that the process for developing a courseof study—the ELA program, for example—entails the following sequential tasks:

1. Review and use the school district’s philosophy, vision, mission, and exit(graduation) outcomes for developing a course of study for the specified program.

2. Review and use the specified program philosophy and rationale statement developedby the ELA program committee for developing a course of study for the ELA program.

3. Develop an ELA program scope-and-sequence matrix for the K–12 grade levels(for an example, see Exhibit 10.7).

4. Develop ELA program goals (usually seven to nine) that are driven by the exit(graduation) outcomes (discussed later in this chapter).

5. Develop ELA program objectives (usually six to nine) for each program goal(discussed later in this chapter).

6. Develop ELA program learning outcomes for the objectives (i.e., primary,elementary intermediate, middle level or junior high, and high school;discussed later in this chapter).

7. Develop ELA program authentic tasks for the learning outcomes (discussedlater in this chapter).

8. Develop criterion-referenced test items for the developed program(curriculum). If this is not possible, an item analysis of the standardized testsused should be made.

9. Correlate the program scope and sequence, program goals, objectives, learningoutcomes, and authentic tasks with textbooks and learning materials.

10. Include learning materials for each learning outcome and authentic task.

The Dialogue Technique should be used to guide the ELA writing committee. Also, anexample of action verbs for the six levels of learning is useful in developing new programs(see Exhibit 10.4 for categories and cue words).

Step 2 • After the program scope and sequence, program goals, objectives, learning outcomes,

and authentic tasks have been written, they must be distributed to all ELA teachersand building administrators throughout the school district for additions, corrections,and/or deletions during the school year. Teachers and administrators should be given4 to 6 weeks to return the document to the curriculum director or designee.

• During the 4- to 6-week districtwide review period for the program scope andsequence, program goals, objectives, learning outcomes, and authentic tasks,grade-level and department meetings at the building level must be utilized toperuse the document. Members of the writing committee should be used asconsultants (to provide clarification) at the grade-level and department meetings.




EXHIBIT 10.4 Levels of Action Verbs

Categories Cue Words

Knowledge

RecallRemembering previously learned information

Cluster ObserveDefine OutlineLabel Recall List RecognizeMatch RecordMemorize RecountName State

Comprehension

Translate

Grasping the meaning

Cite Locate

Describe ParaphraseDocument RecognizeExplain ReportExpress ReviewGive examples SummarizeIdentify Tell

Application

GeneralizeUsing learning in new and concrete situations

Analyze ManipulateDramatize OrganizeFrame SequenceHow to Show/demonstrateIllustrate SolveImagine UseImitate

Analysis

Break down/discoverBreaking down an idea into component parts sothat it may be more easily understood

Analyze InferCharacterize MapClassify/categorize Outline/no format givenCompare/contrast Relates to

Dissect SelectDistinguish/differentiate SurveyExamine




Step 3

• After receiving the corrected program documents from districtwide, noncommitteeELA grade- and course-level teachers and administrators, the curriculum director

(or designee) must reassemble the writing committee to consider the additions,corrections, and/or deletions suggested.

Step 4 • After the ELA program course of study (curriculum resource guide) is completed

with suitable additions, corrections, and/or deletions suggested, the documentshould be given to the school superintendent and the school board curriculumcommittee for presentation to the board of education for districtwide adoption andimplementation.

Step 5

• Once the ELA program course of study (curriculum resource guide) is adopted, atextbook-review committee, encompassing members from the ELA writingcommittee, is selected by that committee. Membership must include one personrepresenting each grade and course level.

Categories Cue Words

Synthesis

ComposePutting together to form a new whole

Combine HypothesizeCompose Imagine/speculateConstruct InventDesign PlanDevelop ProduceEmulate ProposeFormulate Revise

Evaluation

JudgeJudging value for a given purpose

Appraise JustifyArgue Judge

Assess Prioritize/rankCompare/pros/cons RecommendConsider SupportCriticize ValueEvaluate

SOURCE: Adapted from Boschee (1989, pp. 89–90).




ANY SCHOOL DISTRICT NO. 3

Any Town, USA

TEXTBOOK SELECTION GUIDE

_______________________ _______________________ _______________________

(Textbook) (Publishing company) (Grade level)

Reading level: _______ (should be at or above grade level)

Rate each characteristic listed for the textbook on a scale from 1 to 5. Circle your choice and total yourratings to obtain a single overall measure for each textbook reviewed.

Content Low High

1. Matches the program objectives 1 2 3 4 5

2. Presents up-to-date, accurate information 1 2 3 4 5

3. Avoids stereotyping by race, ethnicity, and gender 1 2 3 4 5

4. Stimulates student interest 1 2 3 4 5

Organization and Style

1. Is clearly written 1 2 3 4 5

2. Uses language and style appropriate for students 1 2 3 4 5

3. Develops a logical sequence 1 2 3 4 5

4. Contains useful practice exercises 1 2 3 4 5

5. Provides thorough reviews and summaries 1 2 3 4 5

6. Includes clearly outlined table of contents and index 1 2 3 4 5

7. Includes helpful student aids such as illustrations,charts, etc.

1 2 3 4 5

8. Provides practical teacher aids such as lesson plans, testquestions, etc.

1 2 3 4 5

Physical Features

1. Has attractive cover 1 2 3 4 5

2. Presents up-to-date, interesting illustrations and graphics 1 2 3 4 5

3. Has well-designed page layout 1 2 3 4 5

4. Uses clear type appropriate for students 1 2 3 4 5

5. Has durable binding 1 2 3 4 5Subtotals =

TOTAL= __________________________

Evaluator ________________________ Grade level/subject ________________________

EXHIBIT 10.5 Textbook Selection Guide




learning outcomes of an ELA curriculum (seeExhibits 10.7 and 10.8 and the pages that fol-low). The program goal is driven by exit (gradu-ation) outcomes, and the objectives, whichconstitute the program goal illustrated, aregiven specific implementation direction (scopeand sequence) at the proposed groupings ofprimary, elementary intermediate, middle levelor junior high, and high school.

Continue on to the program goal and out-comes that follow.

Program Goal 1

To develop the knowledge, skills, and proces-ses needed to communicate effectively by lis-tening, speaking, reading, writing, viewing,and representing.


English Language

Arts WritingCommittee

English LanguageArts WritingCommittee

Superintendentand Board of

Education


Committee


EXHIBIT 10.6 A Process for Developing aCourse of Study for the ELAProgram

P EI ML/JH HS These indicate the proposed groupings, which are primary, elementary intermediate,middle level/junior high, and high school.

O Indicates an orientation stage. Preparatory activities are undertaken prior to theexplicit teaching and learning activities suggested in the learning outcomes relatedto the objective. Refer to learning outcomes at the next stage if appropriate.

E Indicates an emphasis stage. Learning outcomes are suggestions in this courseof study (curriculum resource guide) as examples of appropriate authentic tasks(activities) and observable behaviors. Explicit teaching and learning activitiesare expected.

M Indicates a maintenance stage. Provisions are made to reinforce learningoutcomes and authentic tasks related to the objective.

EXHIBIT 10.7 Sample Scope-and-Sequence Matrix for the Objectives of an ELA Program

Exit Outcomes Met

1. A purposeful thinker uses strategies to form concepts, make decisions, and solve problems; applies a variety of integrated processes, including critical and creative think-

ing, to accomplish complex tasks;




evaluates the effectiveness of mental strategies through meaningful reflection; demonstrates flexibility, persistence, and a sense of ethical considerations.

2. A self-directed learner directs own learning; sets well-defined goals and manages the process of achieving them; acquires, organizes, and uses information; initiates learning activities in the pursuit of individual interests; applies technology to specific tasks; applies realistic self-appraisal in selecting the content, method, and pace for

learning; integrates knowledge and skills in both familiar and new situations.

3. An effective communicator conveys messages through a variety of methods and materials, adapts messages to various audiences and purposes, engages the intended audience to understand and respond, receives and interprets the communication of others.

4. A responsible citizen understands diversity and the interdependence of people in local and global

communities, demonstrates a respect for human differences, makes informed decisions, exercises leadership on behalf of the common good.

Objectives P EI ML/JH SH

Students will be able to do the following:

1.1 Identify reasons for communicating E E E E

1.2 Communicate ideas with clarity and precision E E E E

1.3 Experience satisfaction and condence in the communication skillsand processes

E E E E

1.4 Produce, explore, and extend ideas and information E E E E

1.5 Read and examine independently, by choosing appropriate strategiesand processes

O E E E

1.6 Comprehend that the communication skills and processes areinterrelated avenues for constructing meaning

E E M M

EXHIBIT 10.8 Objectives Chart




Learning Outcomes and Authentic Tasks for an ELA Program

“Consistent use of defined behavioral verbs in composing, rewriting, or selectinglearning objectives can lead to improvement in efforts to change and reformeducation in general and curriculum in particular” (Kizlik, 2011, n.p.).

Curriculum Tip 10.3

Objective 1.1: Students will be able to identify reasons for communicating.

Primary GradesStudents will be able to do the following:

1.1.1 Recognize why they are communicating

Authentic task: Students will express feelings, solve problems, or confirm the meaningof a message.

1.1.2 Discuss the purposes of communicating

Authentic task: Students will make a classroom chart on “Why We Read.”

1.1.3 Plan and lead classroom activities

Authentic task: Students will chair news time, act as spokesperson for a small group,or introduce a visitor.

1.1.4 Listen to and follow directions to perform a new activity

Authentic task: Students will playact a new game.

1.1.5 Choose to read for a variety of purposes

Authentic task: Students will read for enjoyment, to find new ideas, or to confirmideas.

1.1.6 Choose to write for a variety of purposes

Authentic task: Students will write to request information, to express gratitude, or forentertainment.

1.1.7 Compose notes and lists to themselves

Authentic task: Students will write a list of telephone numbers or a reminder note toreturn library books.

1.1.8 Engage in prewriting discussion

Authentic task: Students will choose a topic, focus ideas, or clarify purpose.

1.1.9 Use a grid, chart, graph, cluster, or web to organize information

Authentic task: Students will organize collected facts from researching an animal.




Elementary Intermediate GradesStudents will be able to do the following:

1.1.10 Describe the broad purposes that are common to communication skills and

processesAuthentic task: Students will advise, command, direct, entertain, inform, persuade, orsocialize.

1.1.11 Arrange their own specific purposes that identify the desired result and focusattention

Authentic task: Students will tune in to the radio news to get information on a specificitem.

1.1.12 Arrange their own purposes for listening

Authentic task: Students will listen attentively to a poem to form sensory images.

1.1.13 Organize their own purposes for speaking

Authentic task: Students will make a speech to express a personal point of view.

1.1.14 Determine their own purposes for reading

Authentic task: Students will read a selection to answer specific questions.

1.1.15 Determine their own purposes for writing

Authentic task: Students will record observations to write a science report.

1.1.16 Arrange their own purposes for viewing

Authentic task: Students will analyze TV commercials to identify persuasive techniques.

1.1.17 Determine their own purposes for representing

Authentic task: Students will develop a diagram to organize similarities whencomparing two opinions.

1.1.18 Identify the purposes of other people’s communication

Authentic task: Students will recognize propaganda and the desire to convince in abiased presentation.

1.1.19 Recognize the purposes of various media

Authentic task: Students will infer that television aims to entertain, to inform, and topersuade.

Middle Level/Junior HighStudents will be able to do the following:

1.1.20 Recognize the broad purposes that are common to communication skills andprocesses

Authentic task: Students will do controlling, imaging, informing, and socializing.




1.1.21 Identify the audience to which communication is addressed

Authentic task: Students will communicate with adults, friends, or relatives.

1.1.22 Recognize and focus attention on the desired result of communication

Authentic task: Students will write a letter of complaint or speak to a group in order toraise funds for a project.

1.1.23 Engage in preparatory activities for listening, speaking, and viewing

Authentic task: Students will recall prior knowledge of the topic or predict what couldbe learned about a topic.

1.1.24 Establish a purpose for speaking

Authentic task: Students will give a formal speech to persuade a group to accept apersonal point of view.

1.1.25 Create a purpose for representing

Authentic task: Students will use a chart to show similarities of themes in American

literature.

1.1.26 Recognize persuasive techniques

Authentic task: Students will recognize bias, propaganda, use of connotation, and useof emotive language.

High School Students will be able to do the following:

1.1.27 Employ language strategies and processes that are most likely to elicit thedesired results

Authentic task: Students will choose between a telephone call and a letter to deal withbusiness.

1.1.28 Identify the audience to which a communication is to be directed

Authentic task: Students will choose peers, adults, or special-interest groups as theappropriate audience.

1.1.29 Select the desired result of a communication

Authentic task: Students will write a letter of application or a student council letter ofrequest to the principal.

1.1.30 Appraise the difference between active and passive listening by discussingwhich activities require no effort on the part of the listener and which will demandfull attention

Authentic task: Students will decide that background music is passive listening, andlistening for a main idea is active listening.

1.1.31 Develop and apply criteria to evaluate what is heard

Authentic task: Students will utilize criteria agreed to by the class, such as the mainidea, details, and examples to be applied to class speeches.




1.1.32 Identify main ideas

Authentic task: Students will write down the main ideas after hearing a passage reador will paraphrase a speaker’s message orally or in written form.

1.1.33 Distinguish fact from opinion

Authentic task: Students will, after listening to a reading, list orally or in writing whatis fact and what is opinion.

1.1.34 Recognize the influence of the listener’s bias or perception

Authentic task: Students will examine possible preconceived ideas on a topic beforethe class hears a speech.

1.1.35 Recognize a speaker’s purpose and bias

Authentic task: Students will peruse differences between speeches from the opposingsides on an issue such as capital punishment.

SOURCE: The ELA program scope and sequence, program goal, objectives, and learning outcomes were adapted from

Language Arts English Primary–Graduation Curriculum Guide , by Canadian Ministry of Education, 1992, Victoria, BC:Author, pp. 18–30.

Each program goal should also lista wide variety of resources, accessibleto the staff, to help students accom-plish the exit outcomes. Examples ofresources include textbooks, textbookactivities, novels, nonfiction books,anthologies, collections, handbooks,dramas, selected readings fromreserved material in the library orclassroom, printed handouts, kits,periodicals, transparency sets, videorecordings, audio recordings, andcomputer software. The ELA staffshould have an updated inventory ofmaterials available that lists whereeach is located, such as in the class-room, departmental media center,school media center, district mediacenter, regional media center, or statemedia center.

The program (curriculum) develop-ment process described is a design-down,deliver-up model (see Exhibit 10.9).Samples provided of scope and sequence,program goal, objectives for the programgoal, learning outcomes, and authentictasks should enable a school district to

Learner ExitOutcomes

Program Goals 1

Program Objectives

Learner Outcomes

Authentic Tasks

Design Down Deliver Up

Learner ExitOutcomes

Program Goals 1

Program Objectives

Learner Outcomes

Authentic Tasks

EXHIBIT 10.9 Design-Down, Deliver-Up Model




develop a performance-based education program. Once a program is developed, teachers caneasily develop unit plans and daily lesson plans for their students.

Developing a program’s course of study assures continuity of instruction across gradelevels and subsequently allows a smoother transition from one grade level to the next. It is

a road map for staff and students in a district.

S U M M A R Y

The chapter provides an example of the necessary steps for curriculum development andimplementation. The role of each of the constituents (board of education, superintendent,school administrators, and teachers) is displayed in the schematics presented. The chapteralso illustrates how to assemble an actualized and effective curriculum that utilizes the keyelements shown below.

Recommended → Written → Supported → Taught → Tested → Learned

The actual results of the curriculum development and implementation process areshown in Chapter 11, Exhibit 11.7.

Throughout the chapter the reader was made aware of a critical point: teacher involve-ment. To gain an adequate understanding of the ends and means, every teacher systemwideshould participate in curriculum development for his or her grade level and or discipline.As Cremin (1961) states in referencing Newlon’s approach to curriculum development,

Teacher involvement in curriculum development had been fashionable since JesseNewlon’s work as Denver school superintendent in the 1920s. Newlon’s approachwas “quickly taken up by school systems across the country as a kind ofprototypical example of progressive innovation at its best.” He was firmly convincedthat no curriculum program could succeed unless it had evolved to some extent fromthe thinking and involvement of teachers who were to apply it [emphasis added].Therefore, he created systemwide curriculum committees for each school subject ateach level of schooling, and he asked teachers to “read widely and think as deeplyas possible.” Newlon visualized the publication of a series of courses of study, but heregarded each “not as a conclusion, but a new beginning; for social change wentinexorably forward, necessitating continuous curricular readjustment. (p. 299)

A P P L I C AT I O N S

1. Why must a curriculum council and program committee have a thorough understand-ing of the school district’s philosophy, vision, mission, and exit outcomes?

2. What characterizes a program philosophy? What characterizes a program rationalestatement?




3. What advantages do the Dialogue Technique, the Delphi Technique, the FishbowlTechnique, the Telstar Technique, and the Nominal Group Technique have over otherways groups make decisions?

4. Identify interrelationships that exist between scope and sequence, program goals,

objectives, learning outcomes, and authentic tasks. 5. Explain how developing a course of study (curriculum resource guide) facilitates the

teacher as content expert.

6. Outline responsibilities for the program committee.

7. Distinguish the responsibilities of the subject-writing committee from those of theprogram committee.

8. Should the course of study be written by the writing committee during the school yearor during the summer months with stipends? Defend your answer.

9. Plan an in-service activity for the staff to accommodate a newly developed course ofstudy.

10. How can teachers become stakeholders of a curriculum with the current state stan-dards and the advent of the Common Core State Standards?

11. Visit Leslie Wilson’s website (http://ipislam.edu.my/edu3105/Bacaan/i_plan/curi_iplan/www.uwsp.edu/education/lwilson/curric/curtyp.htm) to view the 11 types of curriculum she espouses, and identify the type(s) that school personnel cannot control.

C A S E S T U D Y Building Consensus by Committee

Phillip Wright, a first-year curriculum director of a large school district, meets with the

superintendent, Dr. Roberta Ellis, to discuss ways to develop an ELA program procedure foradoption.

Searching for some feedback, Wright states, “I need to explore how and when you wantme to organize a curriculum committee or committees for the ELA program because thecurrent program is due in the district’s 5-year curriculum development cycle. For example,I’m thinking of formulating an adoption committee or committees this fall. Do you haveany concerns in that regard?”

Dr. Ellis nods her head. “Well, yes, actually, I do have some concerns about organizingcommittees, especially writing committees, during the school year.” Folding her armsacross her chest, the superintendent gives a sigh. “I’ve found hiring substitutes for staffduring the year is quite costly—but more important, instructional time lost due to teachersbeing out of their classrooms is a huge concern because students learn only one third asmuch with a substitute teacher as they do with their own classroom teacher.”

The new curriculum director’s eyes widen. “Oh, I didn’t realize that,” he says demurely.“I’ll be happy to establish a writing committee for the summer months. However, the dis-trict must pay stipends to teachers participating in committee work.”




“Good,” says Dr. Ellis and asks, “What process are you using to select teacherrepresentation?”

“Well, my plan is to use the administrative selection method, choosing some strongexperienced teachers from each instructional level—you know, primary, intermediate,

middle, and high school,” shares Wright, continuing to observe his boss for approval, or atleast for direction.Dr. Ellis leans back in her chair. “Well, that’s a possibility, but you want to be very careful

about whom you select—especially when it comes to strong personalities.” The superin-tendent now focuses her gaze on her new curriculum director and adds, “What sometimeshappens is the creation of four armed camps—you know what I mean: no consensus, strifebetween teachers—basically a lack of cooperation between each other.”

“Oh, yeah. Good point.”The superintendent smiles and then decides to share some last words of wisdom. “As

effective leaders we need to anticipate the need for consensus and pick some folks who notonly know their subject material but who are also flexible and committed to the district’svision and core curriculum beliefs.”

“Great idea!” extols Wright, now aware of several crucial points critical to formulatingcurriculum-development committees. After thanking Superintendent Ellis for her input,the curriculum director, with a valise full of notes, begins heading for the door, realizing hehas another appointment waiting in his office.

The Challenge

Choosing teacher representation for committees and anticipating the importance of con-sensus building are both crucial steps toward successful curriculum development. Analyzeeach of the methods of choosing teacher representation—voluntary, rotation, evolvement,peer selection, and administrative selection—and discuss what challenges a curriculumdirector might face. Which method do you think is best? What strategies might PhillipWright use in helping select members for the ELA program committees?

Key Issues/Questions

1. What questions does Phillip Wright need to ask before formulating curriculum commit-tees for the ELA program?

2. What measures does one need to take during the early planning phase of committeedevelopment?

3. What procedures does one need to implement during the planning phase of curriculumdevelopment?

4. What actions does one need to take after a curriculum program has been adopted?

5. What is the best method of choosing teacher representation for curriculum committees?Why?




W E B L I O G R A P H Y

Curriculum Index: Curriculum, different typeshttp://www.uwsp.edu/education/lwilson/curric/curtyp.htm

Effective schools researchwww.mcrel.org

National Association of Elementary School Principalswww.naesp.org

National Association of Elementary School Principals Leadership Compass

http://www.naesp.org/leadership-compass-archives-0

National Association of Secondary School Principalswww.nassp.org

Types of curriculum

http://ipislam.edu.my/edu3105/Bacaan/i_plan/curi_iplan/www.uwsp.edu/education/lwilson/curric/curtyp.htm

R E F E R E N C E S

Baron, M. A., Boschee, F., & Jacobson, M. (2008). Performance-based education: Developing programs through strategic planning. Lanham, MD:Rowman & Littlefield Education.

Boschee, F. (1989). Grouping = growth . Dubuque, IA:Kendall/Hunt.

Canadian Ministry of Education. (1992). Languagearts English primary–graduation curriculum

guide. Victoria, BC: Author.Cremin, L. A. (1961). The transformation of the

school: Progressivism in American education,1876–1957 . New York: Vintage Books.

Kizlik, B. (2011). Definitions of behavioral verbs forlearning objectives. ADPRIMA. Retrieved fromhttp://www.adprima.com/verbs.htm

Richardson, J. (2010). College knowledge: An interviewwith David Conley. Phi Delta Kappan, 92 (1), 28–34.

Waters, J. T., & Marzano, R. J. (2006, September). School district leadership that works: The effectof superintendent leadership on student achie-vement (Working paper). Retrieved from http://www.mcrel.org/pdf/leadershiporganizationdevelopment/4005RR_Superintendent_Leadership.pdf

N O T E

1. The program goal listed (p. 318) was adapted from the Language Arts English Primary–GraduationCurriculum Guide , by Canadian Ministry of Education, 1992, Victoria, BC: Author, pp. 19–27.Samples of the nine goals for the ELA program are as follows:

• Program Goal 1 develops the knowledge, skills, and processes needed to communicate effectivelyby listening, speaking, reading, writing, and representing.

• Program Goal 2 develops knowledge, understanding, and appreciation of language and how itis used.




• Program Goal 3 develops knowledge, understanding, and appreciation of a wide variety ofliterary genres and media forms.

• Program Goal 4 develops knowledge, understanding, and appreciation of American and otherworld literature.

• Program Goal 5 develops and extends knowledge of self, the world, and our multicultural heri-tage through language, literature, and media.

• Program Goal 6 extends capacity for creative thought and expression within the context oflanguage, literature, and media.

• Program Goal 7 extends capacity for critical thought and expression within the context oflanguage, literature, and media.

• Program Goal 8 develops the wide variety of strategies for learning. • Program Goal 9 develops attributes of wonder, curiosity, independence, and interdependence

necessary for lifelong learning.

curriculum development and implementation

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